Jun 12, 2024  
2022-2023 Graduate Studies Bulletin 
    
2022-2023 Graduate Studies Bulletin [ARCHIVED BULLETIN]

Special Education (Grades 1-6), MSEd in Inclusive Elementary


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Assistant Professor HernandezGraduate Program Director, 516-463-5968

For students with no formal course work or teaching experience in childhood, or childhood special education: 49 s.h. program. The pre-service graduate program in inclusive elementary special education is designed to prepare professionals for the education of children with diverse learning needs in a variety of elementary education classroom settings. The program goal is to develop ethical scholar-practitioners who will be committed to social justice and dedicated to reflective, participatory, and collaborative teaching processes. The purpose of the inclusive childhood special education program is to enable teachers to serve in a variety of professional roles at the elementary school level which will foster inclusive and collaborative practice.

This dual graduate pre-service program leads to the New York state initial certificate to teach at the childhood level (Grades 1 through 6), and the New York state initial/professional certificate to teach special education at the childhood developmental level (Grades 1 through 6). Hofstra’s master of science teacher education program in inclusive elementary special education conforms to the standards and guidelines of the Council for Exceptional Children.

Admission Requirements


Applications for admission to this Master of Science in Education program in the Department of Specialized Programs in Education  are made to the Office of Graduate Admission. Admissions decisions are based on a comprehensive review of multiple criteria.  The department understands that any single criterion may not reliably predict a student’s potential for success in the program. Students may consider applying even if they fail to meet one of the criteria listed below but feel that other aspects of their experience might compensate. All individual cases will be reviewed by an Admissions Counselor before being referred to the graduate program for further review.

  1. *A baccalaureate degree from an accredited college or university with a major, concentration, or the equivalent, in one or more of the liberal arts and sciences.  Coursework must include at least 3 credits in the following: Math, Science, History/Social Science, English, and Language other than English with a grade of C or above
  2. A completed application form for the master’s program
  3. A minimum cumulative GPA of 3.0, or its equivalent (e.g., a 3.0 in a completed graduate program). We encourage you to submit all transcripts from your undergraduate work and any graduate work for consideration.
  4. Completion of General Education Core prerequisites for teacher education programs (see below).
  5. Three letters of recommendation addressing the applicant’s potential to succeed in the teaching of students with disabilities.
  6. A written personal statement of professional intent.
  7. Interview with a faculty member in Special Education.

* Candidates with a bachelor of science degree or international degree will need sequential study in a liberal arts subject or interdisciplinary field of at least 30 semester hours that provides knowledge of breadth and depth in that subject or interdisciplinary field as well as the following:

  • Concepts in History/Social Science (3 s.h.)
  • Language other than English (3 sh)
  • Scientific Processes (3 s.h.)
  • Mathematical Processes (3 s.h.)
  • Literature, Analysis, and Written Expression (6 s.h.)

Acceptable courses much have a grade of C or above.

Program Requirements - Total Semester Hours: 49


A maximum of 12 s.h. of graduate course work leading to the master of science in education degree may be completed prior to matriculation in the program.

Students must maintain a cumulative grade point average of 3.0 in order to remain in the program. Courses in which students receive grades below C- confer no credit toward the graduate degree but are included in determining grade point average.

Phase I - Semester Hours: 9


ELED 213 and 214 are highly recommended for students who have not completed 3 s.h. in the study of child development. ELED 213 or 214 should be taken during Phase I of this program.

Choose Under Advisement From - Semester Hours: 3


Literacy Development, (Select at least one from the following with advisement), 3 s.h.

Field Experiences Before Student Teaching


Prospective teachers in the inclusive elementary special education program complete a minimum of 120 clock hours as participant observers in designated schools prior to student teaching. At least one placement will be spent in a site recognized by the New York State Education Department as high-needs. Field experiences in both grades 1 through 3, and 4 through 6, are integrated extensively into course curricula. Placements are arranged by the Office of Field Placement and the Special Education program director.

Student Teaching


Students will qualify for admission to Student Teaching SPED 219G-219S, (219C) when they have satisfied the following requirements:

  1. Successful completion of 37 semester hours of core course work, including all courses from Phase I and II;
  2. A grade point average of 3.0 or higher in overall graduate course work and all special education core courses.

Admission by permission of the graduate program director and application to the Office of Field Placement and the Department of Specialized Programs in Education , are due on May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Application forms are available in Hagedorn Hall, Room 240.

Graduation Requirements


  1. Completion of liberal art and science prerequisites.
  2. Completion of 49 s.h. with no fewer than 40 s.h. in-residence.
  3. A minimum grade point average of 3.0 in overall graduate course work and all special education core courses.
  4. Passing grade on the comprehensive examination.
  5. Completion of all required Educational Law Seminars.
  6. All course work taken in satisfaction of the degree requirements must have been completed within a five-year period.

Teacher Certification Requirements


Upon successfully completing a Hofstra state-approved teacher education program, students are eligible for the University’s recommendation for New York state certification. A request for recommendation must be submitted to the School of Education Dean’s Office during the semester in which the student is graduating. There will be opportunities to attend a certification workshop during the student’s final semester to receive all the necessary information regarding applying for certification. Individuals who apply directly to New York state for certification are responsible for learning about and satisfying the certification requirements set by the state. It should be noted that such requirements may differ from those in Hofstra’s registered programs.

All prospective early childhood (birth-grade 2), childhood (grades 1-6), adolescent (grades 7-12) and special subject, students with disabilities, gifted, TESOL, bilingual, literacy, speech and language disabilities teachers, as well as school leadership candidates, are required to pass the New York State Certification Examinations (NYSTCE) administered by National Evaluation Systems, Inc., including the Educating All Students Test (EAS) and, Content Specialty Test(s) (CST). Prospective School Leaders will be required to take the appropriate leadership exams. For more information regarding state testing, please contact the School of Education Dean’s Office or visit www.nystce.nesinc.com.

In addition to fulfilling the required courses of study, the Commissioner’s Regulations mandate that all prospective teachers, pupil personnel, and education leaders receive instructions regarding:

  1. Identification of Child Abuse and Maltreatment
  2. Fire and Arson Prevention
  3. School Violence Prevention and Intervention
  4. Prevention of Alcohol, Tobacco, and Drug Abuse
  5. Highway and School Safety/Prevention of Child Abduction
  6. Training in Harassment, Bullying and Discrimination Prevention and Intervention is required under the Dignity for All Students Act (DASA)

New York state legislation also requires all persons seeking certification in special education, speech and language disabilities, or school administrators working in special education to have training in the area of children with autism.

Hofstra University offers the above-listed educational law seminars through the School of Education Dean’s Office. All of these seminars must be completed before the conferral of the degree and recommendation for certification.

Fingerprinting
Chapter 180 of the Laws of 2000, the Schools Against Violence in Education (SAVE), requires that applicants for teaching and administrative and pupil services personnel certification and prospective employees of covered schools (school districts, charter schools and BOCES) must undergo fingerprint supported criminal history background check. However, many school districts and institutions across the metropolitan New York area now require that all student teachers, observers, interns, or externs receive fingerprint clearance before being placed in educational settings that are required for this degree program. Therefore, we recommend you apply for fingerprint clearance upon acceptance to the program. Fingerprint clearance is also required for New York state certification. For information on how to register to be fingerprinted, visit http://www.hofstra.edu/Academics/colleges/soeahs/CESS/cess_requirements_fingerprints.html.

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